Classroom Teaching Design Presentation Style And Its Comparative Research

Classroom instructional design is a micro level of teaching design system,refers to the plan and scheme.lt is finished by the teachers who based on one concept consider one class as a unit and optimize,combine some teaching components(target,content,personnel,method,technology and so on)to complete the teaching task.The presentation style of classroom instructional design refers to the text form presented by classroom instructional design,which can be divided into specific types from the dimension of presentation form,media carrier,content concern and so on.Considering the current research status,this paper will focus on studying the different classroom instructional design presentation styles under the "presentation form"dimension.Focusing on "classroom instructional design presentation style" the research object,this paper puts forward the following three research questions:First,how many types and categories are there in classroom instructional design presentation style?What are their respective connotations,structural forms,strengths and weaknesses?Second,what are the advantages and limitations of them?Can we construct a comparison framework to compare systematically?Third,what are the effects of these presentation styles in teaching?Are there any problems exposed?How do you solve these problems?In the process of studying and solving the three problems,we found that:firstly,it can be seen from the existing research results that the types of classroom instructional design presentation style can be divided into several dimensions,such as presentation form,subject selection,content focus and media carrier.Among them,the research on learning plan and electronic teaching plan is sufficient,but study from the perspective of "presentation form" of is relatively scattered and fragmentary.Through the study of several presentation styles in the "presentation form" dimension,it is found that the connotations,advantages and disadvantages and structural forms of different presentation styles are different.Secondly,based on the three-dimensional comparison framework,a detailed comparative analysis is carried out on seven instructional design presentation styles.The analysis results show that the seven instructional design presentation styles on the form characteristics,design focus and function orientation is different,and these differences largely determine their respective advantages and limitations.Moreover,based on clarifying the relationship between "card type,text type,table type instructional design" and graphic type instructional design,we firstly focus on analyzing the card,text and table type instructional design case detailedly.Analysis results show that,although the cases slightly show teachers strive for both teaching and learning in the instructional design,still exposed the problem "is not really out of focusing on teaching position",specifically includes:card type instructional design is mainly concerned with "how to make good teaching cards to effectively prompt teachers’ teaching clues";conversation type instructional design focuses on "how to ensure the smoothness of teaching with the help of preseting fully teachers and students conversation";table type instructional design focuses on "how to use the respective columns to ensure the order of teaching";plate instructional design fails to reflect the value of "guiding students to learn" because teachers can’t realize the importance of determing teaching plate.Finally,based on the constructed case analysis framework,a detailed analysis is carried out on three presentation style cases,such as flowchart,concept map and mind map,which have major breakthrough in form.The analysis results show that the majority of teaching cases provide a detailed demonstration for how to apply the three graphic styles in chinese teaching,but it still has problems in the adaptation degree of teaching content,the achieving degree of teaching function,the applicability of teaching object.By deeply reflecting the analysis results,we find that four problems are exposured in the three graphic presentation styles applied in the specific teaching:the cognition of graphic presentation styles is still superficial,the understanding of what can be expressed by graphic presentation styles is unilateral,the function of graphic presentation styles in thinking development is underestimated,the application scope of graphic presentation styles in instructional design is narrowed.